Acting Equation

Unit, Intro to Acting

Tek: C2(D) use physical, intellectual, emotional, and social

awareness to portray believable characters and convey a

story when applying acting concepts, skills, and techniques.

Learning Objective: (Rewrite the TEK to be student focused)

Students will learn how to create and tell a realistic story. They
will learn what makes a great actor, and how to apply that
knowledge in their own work.

0-10 (10) Attention Grabber: (Something to peak their interest in

what you are teaching today)

Circle Graph: What makes a good actor. Students will tell the
teacher their favorite actors, and the teacher will write it inside
of a circle. After the students are finished talking about who
their favorite actors are we will talk about the qualities that
make them good actors.

All qualities will boil down to body/voice/mind

The Acting Equation

Body + Voice + Mind = Acting

MRS Strategy: Donut/ Circle Graph

Body 10-25 (15):

Has anybody ever seen a movie where a young person is

playing an old character, and they had a believable character
walk, or body language? That is what we are talking about
when we say the body part of the acting equation.

So if somebody is really old what would be an issue they have?

(demonstrate what they say)

Can somebody demonstrate what it would look like if someone

just touched something hot?

Can someone show me what it would look like if a venomous

snake was about to bite you?

Good good,
Now we are going to do a little exercise so I need everybody to
partner up and spread out on the stage and in front of the
stage, I need everybody to partner up and spread out on the
stage and in front of the stage in 10, 9, 8 ,7 ,6,5,4,3,2,1

Alrighty, great job. Now go ahead and face your partner face
to face. We are going to do a warmup called mirroring.

Mirroring is an activity based on a common daily experience.

Two students face one another. One pretends to be a person
looking into a mirror while the other pretends to be the
reflection of that person, exactly duplicating the person’s
movements.

Mirroring is an easy way for students to ease into different

activities to help with body language.
Voice 25-35 (10):

What does the voice section mean? What is a character voice?

(answer question accordingly)

Quickly somebody give me an emotion.

Say I made this for you in whatever emotion they say, do this
again three times. First time saying it monotone, the second
time saying it with emotion.

Alright so very quickly choose another partner you haven’t

worked with today in 10,9,8,7,6,5,4,3,2,1

Okay, we are going to do something called the meisner

technique. The three main parts of the Meisner Technique
include emotional preparation, repetition, and improvisation.
These components all work together to help actors observe
their scene partner and remain present instead of relying on
memory or rehearsal, but for now we are going to use it to help
us learn how to differentiate how we use our voice

( if this doesn't work, do energy ball with emotions, then do)

Mind:
Does anyone know what the mind section is talking about?
The mind section is talking about getting in the mind of the
character.

When you act you have to know every detail about your
character. Who they are, the relationships to the other
characters, what they like and dislike, how they react to
different things.

(ask the people in medea about their characters in the show)

Come up with a play plot where every character is played by

someone in the class.

Ask students questions about their characters.

_____________________________________________________________________
____________

Demonstration of Learning:
Students will be asked one thing they learned today
Acting Equation
Unit, Intro to Acting

Tek: C2(D) use physical, intellectual, emotional, and social

awareness to portray believable characters and convey a

story when applying acting concepts, skills, and techniques.

Learning Objective: (Rewrite the TEK to be student focused)

Students will learn how to create and tell a realistic story. They
will learn what makes a great actor, and how to apply that
knowledge in their own work.

0-10 (10) Attention Grabber: (Something to peak their interest in

what you are teaching today)

Circle Graph: What makes a good actor. Students will tell the
teacher their favorite actors, and the teacher will write it inside
of a circle. After the students are finished talking about who
their favorite actors are we will talk about the qualities that
make them good actors.

All qualities will boil down to body/voice/mind

The Acting Equation

Body + Voice + Mind = Acting

MRS Strategy: Donut/ Circle Graph

Body 10-25 (15):

Has anybody ever seen a movie where a young person is

playing an old character, and they had a believable character
walk, or body language? That is what we are talking about
when we say the body part of the acting equation.

So if somebody is really old what would be an issue they have?

(demonstrate what they say)

Can somebody demonstrate what it would look like if someone

just touched something hot?

Can someone show me what it would look like if a venomous

snake was about to bite you?

Good good,
Now we are going to do a little exercise so I need everybody to
partner up and spread out on the stage and in front of the
stage, I need everybody to partner up and spread out on the
stage and in front of the stage in 10, 9, 8 ,7 ,6,5,4,3,2,1

Alrighty, great job. Now go ahead and face your partner face
to face. We are going to do a warmup called mirroring.

Mirroring is an activity based on a common daily experience.

Two students face one another. One pretends to be a person
looking into a mirror while the other pretends to be the
reflection of that person, exactly duplicating the person’s
movements.

Mirroring is an easy way for students to ease into different

activities to help with body language.
Voice 25-35 (10):

What does the voice section mean? What is a character voice?

(answer question accordingly)

Quickly somebody give me an emotion.

Say I made this for you in whatever emotion they say, do this
again three times. First time saying it monotone, the second
time saying it with emotion.

Alright so very quickly choose another partner you haven’t

worked with today in 10,9,8,7,6,5,4,3,2,1

Okay, we are going to do something called the meisner

technique. The three main parts of the Meisner Technique
include emotional preparation, repetition, and improvisation.
These components all work together to help actors observe
their scene partner and remain present instead of relying on
memory or rehearsal, but for now we are going to use it to help
us learn how to differentiate how we use our voice

( if this doesn't work, do energy ball with emotions, then do)

Mind:
Does anyone know what the mind section is talking about?
The mind section is talking about getting in the mind of the
character.

When you act you have to know every detail about your
character. Who they are, the relationships to the other
characters, what they like and dislike, how they react to
different things.

(ask the people in medea about their characters in the show)

Come up with a play plot where every character is played by

someone in the class.

Ask students questions about their characters.

_____________________________________________________________________
____________

Demonstration of Learning:
Students will be asked one thing they learned today
Voice
Unit, Intro to Acting

Tek: (C) employ effective voice and diction to express

thoughts and feelings;

Learning Objective: (Rewrite the TEK to be student focused)

0-10 (10) Attention Grabber: (Something to peak their interest in

what you are teaching today)

- Yesterday we learned about the acting equation

- What is the acting equation?
- B+V+M
- We are going to take a look at the voice section today!

There are different sections that are important when talking

about voice.

- Proper Breathing
- Enunciation
- Projection
Proper Breathing (10):

- Put your hands over your abdomen and breathe deeply,

focusing on filling the space in your stomach with air first.
Feel that? It's your diaphragm. In the theatre world, we call
that the "diamond of support," because it's a powerful
muscle that allows you to project loud and clear without
straining your throat.
- Breathe in and out in and out
- Dog panting
- Huh huh huh thing, punch in the gut
- Breathe in 1-10 1-15 1-20
Enunciation 25-35 (10):

- Enunciate is defined as to clearly pronounce or speak.

- Show examples

- Here's a few of our favorite tongue twisters. Remember:

really focus on pronouncing all of the consonants!

- "Red Leather, Yellow Leather" (x3)

- "She sells seashells by the sea shore”

- "You know New York, you need New York, you know you

need unique New York"

- Betty Botter

Unvoiced

Pa Ta Ka Pa Ta Ka Pa Ta Ka Pah

Pa Ta Ka Pa Ta Ka Pa Ta Ka Paw

Pa Ta Ka Pa Ta Ka Pa Ta Ka Poo

Pa Ta Ka Pa Ta Ka Pa Ta Ka Pee

Pa Ta Ka Pa Ta Ka Pa Ta Ka Pay

Voiced

Ba Da Ga Ba Da Ga Ba Da Ga Bah

Ba Da Ga Ba Da Ga Ba Da Ga Baw
Ba Da Ga Ba Da Ga Ba Da Ga Boo

Ba Da Ga Ba Da Ga Ba Da Ga Bee

Ba Da Ga Ba Da Ga Ba Da Ga Bay

To sit in solemn silence in a dull dark dock,

In a pestilential prison with a life long lock,

Awaiting the sensation of a short sharp shock,

From a cheap and chippy chopper on a big black block.

What a to do to die today,

At a minute or two to two,

A thing distinctly hard to say,

But a harder thing to do.

For they’ll beat a tattoo at two today,

A rat a tat at two,

And the dragoon will come,

When he hears the drum,

At a minute or two to two today,

At a minute or two today.

Projection:
For this exercise, you'll want to stand straight and face forward.
Place your hands on your abdomen using your diamond of
support, and breathe in deeply. As you exhale, say "Ha! Ha! Ha!
Ha!" while using your diaphragm to push the air out of you.
The sounds should be strong and sharp.
In the same manner as before, try "Who! Ho! Ha! Hah! Her! Hey!
Hee!"
If it feels like you're using your stomach as a trampoline, you
know you're doing it right!
- To sit in solemn silence ricks way
- Hey you over there
- Sirens
- Huh huh again
- Short Phrases

Demonstration of Learning:

Students will be asked one thing they learned today

Tongue Twister
Unit, Intro to Acting

Tek:

Learning Objective: (Rewrite the TEK to be student focused)

0-10 (10) Attention Grabber: (Something to peak their interest in

what you are teaching today)
- Enunciate is defined as to clearly pronounce or speak.

- Show examples

- Here's a few of our favorite tongue twisters. Remember:

really focus on pronouncing all of the consonants!

- "Red Leather, Yellow Leather" (x3)

- "She sells seashells by the sea shore”

- "You know New York, you need New York, you know you

need unique New York"

- Betty Botter

Unvoiced

Pa Ta Ka Pa Ta Ka Pa Ta Ka Pah

Pa Ta Ka Pa Ta Ka Pa Ta Ka Paw
Pa Ta Ka Pa Ta Ka Pa Ta Ka Poo

Pa Ta Ka Pa Ta Ka Pa Ta Ka Pee

Pa Ta Ka Pa Ta Ka Pa Ta Ka Pay

Voiced

Ba Da Ga Ba Da Ga Ba Da Ga Bah

Ba Da Ga Ba Da Ga Ba Da Ga Baw

Ba Da Ga Ba Da Ga Ba Da Ga Boo

Ba Da Ga Ba Da Ga Ba Da Ga Bee

Ba Da Ga Ba Da Ga Ba Da Ga Bay

To sit in solemn silence in a dull dark dock,

In a pestilential prison with a life long lock,

Awaiting the sensation of a short sharp shock,

From a cheap and chippy chopper on a big black block.

What a to do to die today,

At a minute or two to two,

A thing distinctly hard to say,

But a harder thing to do.

For they’ll beat a tattoo at two today,

A rat a tat at two,

And the dragoon will come,

When he hears the drum,

At a minute or two to two today,

At a minute or two today.

Proper Breathing (10):

- Put your hands over your abdomen and breathe deeply,

focusing on filling the space in your stomach with air first.
Feel that? It's your diaphragm. In the theatre world, we call
that the "diamond of support," because it's a powerful
muscle that allows you to project loud and clear without
straining your throat.
- Breathe in and out in and out
- Dog panting
- Huh huh huh thing, punch in the gut
- Breathe in 1-10 1-15 1-20
Enunciation 25-35 (10):

- Enunciate is defined as to clearly pronounce or speak.

- Show examples

- Here's a few of our favorite tongue twisters. Remember:

really focus on pronouncing all of the consonants!

- "Red Leather, Yellow Leather" (x3)

- "She sells seashells by the sea shore”

- "You know New York, you need New York, you know you

need unique New York"

 - Betty Botter

Unvoiced

Pa Ta Ka Pa Ta Ka Pa Ta Ka Pah

Pa Ta Ka Pa Ta Ka Pa Ta Ka Paw

Pa Ta Ka Pa Ta Ka Pa Ta Ka Poo

Pa Ta Ka Pa Ta Ka Pa Ta Ka Pee

Pa Ta Ka Pa Ta Ka Pa Ta Ka Pay

Voiced

Ba Da Ga Ba Da Ga Ba Da Ga Bah

Ba Da Ga Ba Da Ga Ba Da Ga Baw

Ba Da Ga Ba Da Ga Ba Da Ga Boo

Ba Da Ga Ba Da Ga Ba Da Ga Bee

Ba Da Ga Ba Da Ga Ba Da Ga Bay

To sit in solemn silence in a dull dark dock,

In a pestilential prison with a life long lock,

Awaiting the sensation of a short sharp shock,

From a cheap and chippy chopper on a big black block.

What a to do to die today,

At a minute or two to two,

A thing distinctly hard to say,

But a harder thing to do.

For they’ll beat a tattoo at two today,

A rat a tat at two,

And the dragoon will come,

When he hears the drum,

At a minute or two to two today,

At a minute or two today.

Projection:
For this exercise, you'll want to stand straight and face forward.
Place your hands on your abdomen using your diamond of
support, and breathe in deeply. As you exhale, say "Ha! Ha! Ha!
Ha!" while using your diaphragm to push the air out of you.
The sounds should be strong and sharp.
In the same manner as before, try "Who! Ho! Ha! Hah! Her! Hey!
Hee!"
If it feels like you're using your stomach as a trampoline, you
know you're doing it right!
- To sit in solemn silence ricks way
- Hey you over there
- Sirens
- Huh huh again
- Short Phrases
Demonstration of Learning:

Students will be asked one thing they learned today